ABSTRACT
This chapter focuses on the mathematics standards. It proposes three aspects of college and career readiness that one may discern in the design of the mathematics standards, such as, knowledge and skills, mathematical practice, and durability. The Standards for Mathematical Practice describe how competent practitioners do mathematics. They list eight aspects of mathematical practice: solving problems, reasoning, explaining, modeling, attending to precision, choosing tools, seeing structure, and expressing regularity. Durability is an end state of a progression of learning, and it is difficult to discern it in a snapshot without having measured the progress toward it and assessed the strength of its roots, as well as its ability to support transfer of use in the future. Assessment is the means used to measure the outcomes of education and the achievement of students with regard to important competencies. Assessment may include both formal methods, such as large-scale assessments, and less formal classroom-based procedures, such as quizzes, class projects, and teacher questioning.
